SEEING IS CONCEIVING: Textbook Design to Support Guided-Inquiry Instruction

看到即构想：支持引导式探究教学的教科书设计

• 批准号: 0525268
• 负责人: Angelica Stacy
• 金额: $ 30.71万
• 依托单位: University of California-Berkeley
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-07-01 至 2010-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0525268&HistoricalAwards=false
• 关键词: SEEING; CONCEIVING; Textbook; Design; Support

(12) Using the results from a prior NSF project that developed an inquiry-based curriculum (Living by Chemistry) and a criterion referenced assessment system (ChemQuery), the PI is studying how to design a textbook that builds upon and enhances the benefits of guided-inquiry instruction. The intellectual challenge being addressed is the creation of a textbook for use as a reference that best enhances students' learning in an inquiry-based classroom without preempting the discovery aspect of the pedagogical model. Prototype textbook chapters are being developed to study how students and teachers use the prototypes. The textbook chapters are being developed to: (1) give clear answers while demonstrating the kind of questions that led to those answers; (2) use familiar macroscopic contexts as pedagogical frames without displacing or diluting content; and (3) provide illustrations to bridge the cognitive gulf between the concrete world of macroscopic experience and the abstract models of the particulate theory of matter. Particular attention is being given to the use and effectiveness of illustrations. The effectiveness of the prototypes in improving student understanding is being monitored using ChemQuery.

(12)利用先前NSF项目的结果，该项目开发了一个基于探究的课程（化学生活）和一个标准参考评估系统（ChemQuery），PI正在研究如何设计一本建立在引导探究教学基础上并增强其益处的教科书。正在解决的智力挑战是编写一本教科书，作为一种参考，最好地提高学生在以探究为基础的课堂上的学习，而不抢占教学模式的发现方面。正在开发原型教科书章节，以研究学生和教师如何使用原型。教科书章节的发展是为了：（1）给出明确的答案，同时展示导致这些答案的问题类型;（2）使用熟悉的宏观背景作为教学框架，而不取代或稀释内容;（3）提供插图，以弥合宏观经验的具体世界与物质微粒理论的抽象模型之间的认知鸿沟。特别注意插图的使用和效果。原型在提高学生理解的有效性正在使用ChemQuery进行监测。